Perceptive Reading Selective Reading

15 Create Evaluate Analyze Apply Understand Remember 1987, pp. 1-2. Athanassiou, McNett and Harvey 2003 also state that Bloom’s taxonomy is a six-classification system which is to observe student s’ behavior and infer student s’ cognitive achievement. The classification consists of such categories: knowledge, comprehension, application, analysis, synthesis and evaluation Bloom, 1987. As time goes by, Anderson and Krathwohl 2001 made a revision of Bloom’s taxonomy in cognitive domain. To be more precise, the following graphs will present the revision of Bloom’s taxonomy in cognitive domain. Churches 2008 states these classifications present Bloom’s taxonomy in cognitive domain from the lowest level of thinking skills remembering to the highest level of thinking skills creating. The Original Bl oom’s Taxonomy The Revision of Bloom’s Taxonomy Figure 2.1 The Changes of Bloom’s Taxonomy in Cognitive Domain These six levels of thinking skill are divided into two categories. The categories are “lowest level of thinking skill” and “highest level of thinking skill” Anderson, 1990, p. 425. There are two levels which are considered as the lowest Evaluation Synthesis Analysis Application Comprehension Knowledge HIGH LOW 16 levels of thinking skill. They are remembering, understanding and applying Forehand, 2010. It is supported by Churches 2008 that students cannot understand the concept if they do not remember it first, similarly they cannot apply if they do not remember information and understand concepts. It means that the basic level of thinking start from remembering, understanding then applying. Moreover, there are three levels of thinking skill which are considered as the highest levels Forehand, 2010. They are analyzing, evaluating and creating Forehand, 2010. Mayer and Wittrock 1966 note these levels are considered as the higher levels because they leads students to transfer information they have before to solve new problems or new questions as cited in Anderson Krathwohl, 2001, p. 63. To be more precise, here is the explanation.

a. Remembering

According to Anderson and Krathwohl 2001, p. 63, remembering promotes retention which means that it leads students to memorize information at some later time and the same way they are given. Churches 2008 states remembering level is a process of retrieving relevant information. In assessing students’ learning, remembering employs two behaviors such as recognizing and recalling Anderson Krathwohl, 2001, p. 66. First, recognizing identifying leads students to retrieve relevant knowledge from their long-term memory in order to be compared or match with presented information Anderson Krathwohl, 2001, p. 69. Recognizing employs tasks such as verification, matching and multiple choices Anderson Krathwohl, 2001, p.69. It is convinced by Shepard 1993, 2000 that a multiple choice test mostly focuses on 17 the memorization in which it should concern on complex cognitive process as cited in Haladyna, 2012, p. ix. Second, recalling retrieving leads students to retrieve relevant knowledge from their long-term memory when given stimuli to do so Anderson Krathwohl, 2001, p. 69. The stimuli are usually questions Anderson Krathwohl, 2001, p.69. An example given by Haladyna 2012, p. 31 that students are given a task to mention one primer number. It needs students’ long term-memory in order to answer the question Haladyna, 2012, p. 31. Thus, remembering level mostly employs memorization skill in assessing students’ competences.

b. Understanding

According to Anderson and Krathwohl 2001, p. 70, understanding occurs when students are able to construct meaning from instructional messages including oral, written or graphs. It means understanding leads students to build connection between the new knowledge and their prior knowledge Anderson Krathwohl, 2001, p. 70. The new knowledge here does not mean really “new”, but it still has connection to students’ existing knowledge Anderson Krathwohl, 2001, p.70. Moreover, interpreting and summarizing are the behaviors employed in understanding level Anderson Krathwohl, 2001, pp. 70-73; Curches, 2008. First, interpreting occurs when students are able to convert information from one representational form to another Anderson Krathwohl, 2001, p. 70. For example, students are able to paraphrase existing sentences without changing